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Title: A review of human factors and patient safety education in pharmacy curricula: a UK undergraduate perspective with lessons for pharmacy education
Authors: Vosper, Helen
Hignett, Sue
Issue Date: 2017
Publisher: American Association of Colleges of Pharmacy
Citation: VOSPER, H. and HIGNETT, S., 2017. A review of Human Factors and Patient Safety Education in Pharmacy Curricula: a UK Undergraduate Perspective with Lessons for Pharmacy Education. American Journal of Pharmaceutical Education, In Press.
Abstract: Objectives: Avoiding unnecessary harm is increasingly a priority for healthcare organisations and this focus has seen the emergence of patient safety as a distinct discipline. The value of Human Factors and Ergonomics (HFE) approaches in underpinning this safety science is becoming recognised. This shift in professional priorities has been slow to filter into educational curricula, and little is known about how providers support students in developing safety competence. With respect to pharmacy education, this is problematic, given the high occurrence of drug-related adverse events. The aim of this review was to take a systematic approach to exploring patient safety teaching in healthcare curricula. Findings: Key findings included a lack of formally articulated patient safety curricula, meaning student understanding is significantly shaped by a ‘hidden curriculum’ (informal learning about safety). The quality of this curriculum is influenced by the culture of the practice environment. Human Factors and Ergonomics appeared largely absent from curricula. Summary: Despite its absence from healthcare curricula, Human Factors and Ergonomics approaches offer a vehicle for embedding patient safety teaching. The authors suggest a model for a future curriculum.
Description: This paper was accepted for publication in the journal American Journal of Pharmaceutical Education and the definitive published version is available at https://doi.org/10.5688/ajpe6184
Version: Accepted for publication
DOI: 10.5688/ajpe6184
URI: https://dspace.lboro.ac.uk/2134/26048
Publisher Link: https://doi.org/10.5688/ajpe6184
ISSN: 0002-9459
Appears in Collections:Published Articles (Design School)

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